Download Depth Study 2b: Ancient Greece Unit of Work

Depth Study 2b: Ancient Greece Unit of Work Australian Curriculum: History Developed by Emily FORREST Pre-­‐Service History Teacher | University of Newcastle Available Online: History Education Research Network http://hermes-­‐history.net Distributed under a Creative Commons Attribution Non-­‐Commercial 2.5 Australia License CC BY-­‐NC 2.5 AU | http://creativecommons.org/licenses/by-­‐nc/2.5/au/ Scope and Sequence
Based on NSW Syllabus for Australian Curriculum: History
The unit plan outlined below sits in Depth Study 2 The Mediterranean World. The unit covers 6 weeks of study (from Term 1 Week 8 to Term 2
Week 3) and includes an assessment item. The assessment notification is given to students at the end of week 10. This is the same week that
students cover content about Pericles. The assessment is due at the end of Week 1 Term 2 and therefore allows students to work on it during the
school break. The unit plan has been designed in a way that matches outcomes to learning activities and follows the development of Bloom’s
taxonomy. The unit ensures that all students are supported during their education of Ancient Greece as different learning styles are supported and
on-going informal and formal assessment occurs. The unit plan does not dictate when lessons start and finish due to the fact that timing in the
classroom and student’s needs are difficult to determine. The unit is designed so that teachers can follow it but also have room to use it as a
standard rather than direct instruction. This is demonstrated in the three lesson plans.
Stage 4 – Year 7 – Overview
The Ancient World
5 hrs = 300 mins
6 x 50 minute lessons
3 lessons/week = 2 weeks
Depth Study 1
Investigating the Ancient past
(Including ancient Australia)
15 hrs = 900 mins
18 x 50 minute lessons
3 lessons/week = 6 weeks
W1
W2
W3
W4
W5
W6
W7
SCHOOL TERM 1 or 3
W8
Depth Study 2
The Mediterranean World
15 hrs = 900 mins
18 x 50 minute lessons
3 lessons/week = 6 weeks
Depth Study 3
The Asian World
15 hrs = 900 mins
18 x 50 minute lessons
3 lessons/week = 6 weeks
EGYPT, GREECE or ROME
INDIA or CHINA
W9
W10
W1
W2
W3
W4
W5
W6
W7
SCHOOL TERM 2 or 4
W8
W9
W10
HISTORY UNIT OF WORK -
STAGE: 4
Emilia Forrest C3163459
DEPTH STUDY: Greece (Depth Study 2: The Mediterranean World)
UNIT DESCRIPTION: Students study of the Mediterranean World, Ancient Greece,
develops their understanding of the nature of history and historical sources, both
archaeological and written. Students investigate physical features, the roles of key groups,
beliefs and values, contacts and conflicts and personalities that characterize Ancient Greek
history. Students will improve their historical skills and their knowledge of historical
concepts.
OUTCOMES: SKILLS /
CONCEPTS:
LEARNING & TEACHING
ACTIVITIES:
! describes
major
periods of
historical
time and
sequences
events,
people and
societies
from the
past HT4-2
•
The physical
features of the
ancient
society and
how they
influenced the
civilisation
that
developed
there:
•
•
•
TIME ALLOCATION: 15 Hours
3 x 50 minute lessons/ per week
= 6 weeks.
INQUIRY QUESTIONS:
• What key beliefs and values emerged and
how did they influence societies?
• What were the causes and effects of
contact between societies in this period?
• Which significant people, groups and ideas
from this period have influenced the world
today?
Teacher and students construct a collaborative mind map on their
knowledge of Ancient Greece using Coggle https://coggle.it/.
Introduce the topic of Ancient Greek geography through guided
questioning and discussion.
Locate the main geographical and natural features of Ancient
Greece. Students receive a map handout. Teachers show and
discuss the main features on the map, displayed on overhead,
smartboard or white/blackboard.
Students perform a research task in pairs to answer the question
“What were the main features of the geography of Greece?”. Use
these websites as a start:
RESOURCES:
Mind map resource:
https://coggle.it/
Blank map handout
Smartboard, white
board or blackboard
Markers or chalk for
white/black board
EVIDENCE
OF
LEARNING:
Mind map –
informal
assessment of
knowledge
Student
presentation
of Greek
geography
Class
! uses a
•
range of
historical
terms and
concepts
when
communica
ting and
understandi
ng of the
•
past HT410
! uses
evidence
from
sources to
support
historical
narratives
and
explanation
s HT4-6
! describes
major
periods of
Describe
the
geographic
al setting
and natural
features of
the ancient
society
•
Explain
how the
geographic
al setting
and natural
features
influenced
the
developme
nt of the
society
Roles of key
groups in the
ancient
•
•
•
•
http://ancienthistory.about.com/od/greekmapsall/a/70107greekge
ogr.htm
http://www.ancientgreece.co.uk/geography/home_set.html
http://historylink101.com/2/greece3/climate-geography.htm .
Students will create one page of collected research and select two
sources they found useful. Teacher monitors student progress
during the exercise and students will present their work to the
class.
Students receive a number of different sources - ancient, modern,
written, archaeological, primary, secondary – that portray the
influence and impacts of Ancient Greek geography and natural
features. Students work independently on comprehension,
explanation and interpretation questions. Such as: What types of
climate, vegetation, and agricultural cultivation is found in the
Aegean region? What advantages and disadvantages does the
geography pose for the ancient Greek peoples?
Teacher guides class discussion about student’s answers.
Activity is concluded with a class brainstorm: List the ways that
geography and climate shaped Greek life and Greek history.
Introduction to the next section of content which still relates to
geography, students watch video clip from 0.00-4.00
http://education-portal.com/academy/lesson/greek-city-states-andgovernments.html#lesson . Teachers must provide historical
context before playing the video.
Teachers will have students participate in inquiry planning for the
lesson. The lesson’s content will be explained to students and
teachers will ask for student feedback and input until both teacher
Research websites:
http://ancienthistory.
about.com/od/greek
mapsall/a/70107gree
kgeogr.htm
discussion on
sources
activity
Brainstorm –
informal
http://www.ancientgr assessment of
eece.co.uk/geograph knowledge
y/home_set.html
http://historylink101.
com/2/greece3/clima
te-geography.htm
Source activity
handout: Greek
geography and
natural features
Video:
http://educationportal.com/academy/
lesson/greek-citystates-andgovernments.html#le
sson
Smartboard, black or Collection
white board and
and teacher
markers
review of
historical
time and
sequences
events,
people and
societies
from the
past HT4-2
! describes
and
assesses
the motives
and actions
of past
individuals
and groups
in the
context of
past
societies
HT4-3
! uses a
range of
historical
terms and
concepts
when
communica
ting an
understandi
society,
including the
influence of
law and
religion:
•
•
•
•
Outline
how the
ancient
society was
organised
and
•
governed
including
the roles of
law and
religion
Describe
the roles of
appropriate
key groups
in the
ancient
society,
•
e.g. the
ruling elite,
the
•
nobility,
and student is confident that it will be an effective lesson.
Teacher will provide students with a short exposition about the
organisation of Ancient Greek society. Greek city-states will be
explained in co-operation with the students’ previous mapping
exercise.
Students will explore how Ancient Greek society was organised
and governed through a comprehension and source analysis
handout. The activity will cover city-states, political structure,
social structure and religion. The information and sources
provided will outline the differences between Athenian society
and Spartan society, which is used in the next task.
In pairs students will be asked to write a script of a conversation
between a Spartan man and an Athenian man. The script should
cover questions such as: 1. Did Athens and/or Sparta have Kings?
2. What were the leading officials called in both Athens and
Sparta?
3. How many leading officials were there in Athens and Sparta?
4. How were people chosen for the council in Athens and Sparta?
5. Who could participate in the Government?
Additional resources:
http://www.diffen.com/difference/Athens_vs_Sparta
http://www.allempires.com/article/index.php?q=sparta_versus_ath
ens
Jigsaw activity covering the roles of different groups in Ancient
Greek society: the ruling elite (aristocrats), the nobility, citizens
(free people), bureaucracy, women and slaves.
Class discussion and consolidation asking students to make a
judgement on the social structure.
Map from first
lesson
Comprehension and
source analysis
handout: Greek
social organisation
Pairs activity
handout/instructions
Pairs activity further
resources:
http://www.diffen.co
m/difference/Athens
_vs_Sparta
source
analysis
handout
(Greek social
organisation)
Script and
role-play
monitored by
teacher
during class
Class
discussion
consolidates
student
understanding
about Greek
social
structure
http://www.allempir
es.com/article/index.
php?q=sparta_versus
Collection
_athens
and review of
empathy task.
Jigsaw handout:
Students
groups in Ancient
understanding
Greece
of historical
concepts (e.g.
“What’s in a pot
empathy,
activity?”
perspectives)
ng of the
past HT4-9
! uses
evidence
from
sources to
•
support
historical
narratives
and
explanation
s HT4-6
citizens,
bureaucrac
y, women
and slaves
•
•
Describe
the
everyday
life of men,
women and
children in •
the ancient
society
•
! describes
and
assesses
the motives
and actions
of past
individuals
and groups
in the
context of
The role of a
significant
individual in
the ancient
Mediterranea
n world such
as Pericles:
•
Using a
range of
•
•
•
Individual students responses to the questions: What beliefs and
values can you see emerge after studying social structure? Can
you see any similarities or differences between Ancient Greek
society and today’s society?
As a class students will explore the “What’s in a pot?” activity on
The British Museum’s website
http://www.ancientgreece.co.uk/dailylife/explore/exp_set.html .
Teachers will guide dialogue about the importance of
archaeological artefacts when looking at history. Students will
navigate the activity and be encouraged to ask questions.
Students will be issued with a floor plan of an Ancient Greek
house. They are to mark where each family member would reside
and activities they would be partaking in.
Empathy task: Students will be asked to write a personal response
about their understanding of family and societal roles in Ancient
Greece. Do you think you could live in the same conditions? Do
you believe that these roles have changed or adapted? Class
discussion and consolidation will finish the activity.
http://www.ancientgr can be
eece.co.uk/dailylife/ assessed
explore/exp_set.html
Assessment notification handed out to all students.
Students cooperatively and independently from the teacher create
a mind map on a smartboard or white/blackboard that links all of
their current knowledge about Ancient Greece together.
Teacher verbally introduces Pericles, distinguishing his immense
impact on Greek society. The dialogue will also address Pericles
positive representation in sources.
Working in pairs, students prepare a fact file of Pericles life and
successes. A template will be provided: Name, birth and death,
Assessment
notification Pericles
Floor plan handout
Smartboard, black or
white board and
markers
Pericles fact file
template
Mind map –
informal
assessment of
knowledge
gained during
the unit so far
Teachers
review of
students fact
past
societies
HT4-3
! Uses
evidence
from
sources to
support
historical
narratives
and
explanation
s HT4-6
! Uses a
range of
•
historical
terms and
concepts
when
communica
ting an
understandi
ng of the
past HT4-9
! Selects and
uses
appropriate
oral,
written,
visual and
sources,
including
digital
sources,
investigate
the role of
a
significant
individual
in the
ancient
Mediterran
ean world
Assess the
role and
significanc
e of the
individual
chosen.
•
•
•
•
•
•
alliegance, rank, battles/wars, achievements political and
otherwise, interesting facts. Some sources:
http://www.history.com/topics/ancient-history/pericles
http://www.pbs.org/empires/thegreeks/htmlver/characters/f_pericl
es.html
Students watch YouTube clip
https://www.youtube.com/watch?v=yXnEewb4GE4&noredirect=
1
Teacher will provide historical context before playing the clip.
Students need to consolidate what they have learnt about
Pericles’s military actions before jumping into this investigation
of the Delian League.
Students will assess the representation of Pericles in the YouTube
clip as a class discussion.
Affinity Diagram asking the question, “What do I already know
about Pericles?”. Students in groups of 3.
Teachers will examine the assessment notification with students
in class, discussing the task and the marking criteria.
Source analysis activity that provides comparative and contrasting
representations of Pericles. Teachers will review the sources in
depth with the class. Source analysis questions will begin lower
order and end higher-order. e.g. “What type of source is this?” vs.
“Review the sources and pick the one you believe is the most
useful representation of Pericles. Give reasons for your answer.”
These sources will aid students in their assessment task.
Students will brainstorm and draft ideas for their comic book.
Simultaneously teachers will discuss the significance of the
sources explored in the analysis task and reasons why they may or
may not compare.
Pericles fact file
resources
http://www.history.c
om/topics/ancienthistory/pericles
http://www.pbs.org/e
mpires/thegreeks/ht
mlver/characters/f_p
ericles.html
file assesses
student
content
knowledge
Class
discussion –
assessment of
students
understanding
of Pericles
and of the
YouTube
source
YouTube clip on
Pericles
https://www.youtube
.com/watch?v=yXnE
ewb4GE4&noredire Affinity
ct=1
diagram –
student
Colourful note cards assessment of
for affinity diagram
knowledge
and
Pericles source
understanding
analysis handout
digital
forms to
communica
te about the
past HT410
! describes
major
periods of
historical
time and
sequences
events,
people and
societies
from the
past HT4-2
! uses
evidence
from
sources to
support
historical
narratives
and
explanation
s HT4-6
! uses a
range of
The
significant
beliefs, values
and practises
of the ancient
society, with a
particular
emphasis on
either:
warfare, or
death and
funerary
customs:
•
Explain
how the
beliefs and
values of
the ancient
society are
evident in
practises
related to
•
•
•
•
-
To introduce the new section of work students will receive a
number of images to study, for example archaeological artefacts
and objects. All the images will relate to beliefs, values and
practises in Ancient Greece. Students will write a mini source
analysis for half of the sources, preferably the ones they find
interesting.
Students will turn to a partner and take turns explaining their
response to the sources. Partners will praise each other’s work
and provide constructive comments.
Students will be given a handout of other types of sources and
information about death and funerary customs. These will be
discussed as a class. Student participation is highly encouraged.
The pairs will then join another pair, making a group of four, for
an empathetic writing task. Imagine you are a fictional character
in Ancient Greece.
1. You are writing to your friend about a funeral you have
witnessed.
2. Or, you are writing a diary entry about a funeral you have
witnessed.
Your writing should include:
The process of traditional funeral rites
your lamentation
the importance and presence of the gods (Tartarus, Hades)
Beliefs and values
archaeological
sources sheet
Death and funerary
customs sources
handout (all types of
sources)
Empathetic writing
task
handout/instructions
Smartboard, black or
white board and
markers
Partner
response to
source
analysis –
peer
assessment
Class
dialogue
about death
and funerary
customs
sources,
informally
assesses
student
historical
skills
Collection
and review of
group
empathy task,
historical
at least
terms and
ONE of the
concepts
following
when
- warfare
communica
- death and
ting an
funerary
understandi customs
ng of the
past HT4-9
! describes
major
periods of
historical
time and
sequences
events,
people and
societies
from the
past HT4-2
! describes
and
assesses
Contacts and
conflicts
within and/or
with other
societies,
resulting in
developments
such as the
conquest of
other lands,
the expansion
of trade and
peace treaties:
-
•
•
•
•
what the funeral said about the person’s social status
the opportunity for reincarnation
what you will do to ward off death
Students are encouraged to do group research for this task as well
as using the sources provided.
Teacher will question students about their understanding of the
significance of death and funerary customs to Ancient Greek
society. Why do you think the Ancient Greeks believed in their
gods so faithfully? Students will brainstorm and form an answer
to this question collaboratively. Teacher will record it on a
smartboard or white/blackboard for students.
Assessment Due – Handed in at class
Students receive a challenging source that will provide context
about ancient Greek conflict and suggest historiographical issues.
The modern source is J.A.S. Evans “Herodotus and the Ionian
Revolt”. The teacher will scaffold students understanding of the
source, providing context and discussing key issues in detail.
A mapping exercise will follow. Students will use the same map
from the beginning of the unit or be provided will a blank map.
Students will mark – Greece and Persia
Shade the Persian Empire
Shade Athenian control
Mark where the Ionian revolt occurred. Naxos and Miletus.
Students will be provided with a number of useful websites. They
will construct a timeline of events from 449-493BC, providing
assesses
student’s
historical
communicatio
n skills
Source handout
J.A.S. Evans pp.
401-402
Map from previous
lessons or new blank
map
Smartboard, black or
white board and
markers
Timeline template
Class
questioning –
judges the
development
of students
historical
understanding
of beliefs and
values
Assessment
collection –
provides
insight to
student
understanding
of Pericles
role and
significance
Student
questioning
and
collaborative
the motives •
and actions
of past
individuals
and groups
in the
context of
past
societies
HT4-3
•
! uses
evidence
from
sources to
support
historical
narratives
and
explanation
s HT4-6
! selects and •
uses
appropriate
oral,
written,
visual and
digital
forms to
communica
te about the
Identify
contacts
and
conflicts of
peoples
within the
ancient
world
Describe
significant
contacts
with other
societies
through
trade,
warfare
and
conquest
•
•
•
•
•
Explain the
consequenc
es of these •
contacts
with other
societies,
e.g.
•
developme
nts in
short details about each historical feature in the revolt.
http://ancienthistory.about.com/od/warsbattles/p/072010-TheBeginning-Of-The-Ionian-Revolt.htm
http://europeanhistory.boisestate.edu/westciv/persian/04.shtml
http://ehistory.osu.edu/world/articles/ArticleView.cfm?AID=19
http://news.bbc.co.uk/dna/place-lancashire/plain/A9902298
Using the source provided at the start of the lesson and their new
knowledge students will be asked to list the causes of the Ionian
Revolt. Students will collaborate their ideas and write a
conclusive list on the board.
Using a range of sources students will perform a think, pair, share
on the Battle of Marathon
Students will reform groups of three and create a mind map on
the question “How did the battle of Marathon affect Greece?”
To conclude the teacher will scaffold student discussion about the
significance of particular sources provided in the lesson and ask
questions about their reliability
Students will be provided with a comprehension sheet about the
Battle of Thermopylae. Questions will be derived from website
http://www.ancientgreece.co.uk/war/story/sto_set.html Questions
and activities will be performed independently as the student
navigates the website
In small groups students will closely analyse Herodotus’ account
of the Battle of Thermopylae and do a fact file on Herodotus,
template provided. The template guides student learning about
historical perspectives.
In the same groups student will be asked to form an argument
regarding the question, “Do you believe that the Persian army
consisted of 2,500,000 men, as stated by Herodotus? Students
Timeline resources
http://ancienthistory.
about.com/od/warsb
attles/p/072010-TheBeginning-Of-TheIonian-Revolt.htm
task – reveals
student
knowledge
about the
significance
of the Ionian
Revolt
http://europeanhistor
y.boisestate.edu/west Think, pair,
civ/persian/04.shtml share shows
students first
http://ehistory.osu.ed knowledge
u/world/articles/Arti about
cleView.cfm?AID=1 Marathon
9
Class debate
http://news.bbc.co.u on
k/dna/placeThermopylae.
lancashire/plain/A99 Students have
02298
the
opportunity to
Battle of Marathon
show
source handout
historical
inquiry skills
Cardboard for mind
map on Marathon
Sharing
source
Comprehension
question
handout on
answers on
Thermopylae
trade with a
past HT4-9
•
trade, the
spread of
religious
beliefs, the
emergence
of empires
and
diplomacy
•
Explain the
legacy of
the chosen
ancient
society
-
-
•
•
will engage in research and evidence their response. A class
debate will be staged, some groups for and some groups against
the debate topic.
Teachers will design either a Smart Notebook lesson or a
PowerPoint that scaffolds student understanding about ancient
Greek trade and its connection to contact and conflict.
Activities may include:
Presentation of general information about Ancient Greek trade.
Resources: http://www.ancient.eu/article/115/
http://www.metmuseum.org/toah/hd/angk/hd_angk.htm Students
will take notes and engage in discussion.
Source analysis of a map marking trade routes, ancient Greek
coin, images on pottery etc. Students will be asked to describe
what this tells them about trade.
Students will be provided with a source analysis activity. The
handout will offer a range of sources for students. The questions
and activities will begin on the lower end of bloom’s taxonomy
and finish on the higher end. Students will share their answers
with the person next to them upon completion.
In groups of 3 students will make a poster that represents the
legacy of Ancient Greece. Draw upon the knowledge you have
gained during this topic and answer the following question “What
were some of the forces that influenced the rise of civilization in
Ancient Greece? Be creative and use sources to evidence your
writing. Posters will be presented and explained to the class.
Website on
Thermopylae
http://www.ancientgr
eece.co.uk/war/story
/sto_set.html
Herodotus’ account
of the battle
(adapted)
Template for
Herodotus fact file
Smart Notebook or
PowerPoint
presentation on trade
Trade resources
http://www.ancient.e
u/article/115/
http://www.metmuse
um.org/toah/hd/angk
/hd_angk.htm
Trade source
analysis sheet
Cardboard for
posters
partner – peer
assessment
Class
presentation
of poster –
clarification
of student
understanding
about the
significance
on Ancient
Greece.
Resources
Websites
https://coggle.it/
http://ancienthistory.about.com/od/greekmapsall/a/70107greekgeogr.htm
http://www.ancientgreece.co.uk/geography/home_set.html
http://historylink101.com/2/greece3/climate-geography.htm
http://www.diffen.com/difference/Athens_vs_Sparta
http://www.allempires.com/article/index.php?q=sparta_versus_athens
http://www.ancientgreece.co.uk/dailylife/explore/exp_set.html
http://designhomes.pics/ancient-greek-architecture-houses/5/the-plan-of-a-greekhouse-ancient-classical-history-ancient/
http://www.history.com/topics/ancient-history/pericles
http://www.pbs.org/empires/thegreeks/htmlver/characters/f_pericles.html
http://ancienthistory.about.com/od/warsbattles/p/072010-The-Beginning-Of-TheIonian-Revolt.htm
http://europeanhistory.boisestate.edu/westciv/persian/04.shtml
http://ehistory.osu.edu/world/articles/ArticleView.cfm?AID=19
http://news.bbc.co.uk/dna/place-lancashire/plain/A9902298
http://www.ancientgreece.co.uk/war/story/sto_set.html
http://www.ancient.eu/article/115/
http://www.metmuseum.org/toah/hd/angk/hd_angk.htm
Clips/Video Series
http://education-portal.com/academy/lesson/greek-city-states-andgovernments.html#lesson
https://www.youtube.com/watch?v=yXnEewb4GE4&noredirect=1
Books and Articles
Barton, K. (2005). Primary Sources in History: Breaking through the Myths. The Phi
Delta Kappan, 86(10), 745-753.
Barton, K.C. (2008) Research on student ideas about history. In L. Levstik and
C.Tyson (Eds.), Handbook of research in social studies education (239-257). New
York; Routledge.
Herodotus The Histories accessed through
http://www.shsu.edu/~his_ncp/Herother.html
Lindquist, D.H. (2012). Avoiding the complex history, simple answer syndrome: A
lesson plan for providing depth and analysis in the high school history classroom. The
History Teacher, 45(3), 421-436.
Wallinger, H. T. “The Ionian Revolt.” Mnemosyne 37 (1984): 401-­‐402. LESSON PLAN 1
STAGE: 4
DEPTH STUDY: The Mediterranean
World
LESSON FOCUS: Using a range of sources, including
digital sources, investigate the role of a significant individual
in the ancient Mediterranean world.
This lesson explores the significance on Pericles in Ancient
Greece. Students will also develop their source analysis skills.
TOPIC: Greece
CONCEPTS
!
!
!
!
!
!
Continuity and
Change
Cause and Effect
Perspectives
Empathetic
Understanding
Significance
Contestability
LESSON: 9/18
in unit plan
SKILLS
!
!
!
!
!
!
Comprehension: Chronology, Terms & Concepts
Analysis and Use of Sources
Perspectives and Interpretations
Empathetic Understanding
Research
Explanation and Communication
OUTCOMES
STRATEGIES | LEARNING & TEACHING ACTIVITIES
RESOURCES
RATIONALE
Describes and
assesses the
motives and
actions of past
individuals
and groups in
the context of
past societies
HT4-3
Mind map: Without the teachers guidance students are asked to
collaboratively create a mind map that links all of their current
knowledge about Ancient Greece. This can be performed on a
smartboard or white/blackboard. Students will scaffold their own
learning unless teachers see need for direction. In the activity students
must outline geography and natural features, their impact on Greek
society, societal organisation and key groups in Greek history. They
are recalling all the knowledge they have already gained during this
topic.
Smartboard, or
black/whiteboar
d and markers
ENGAGE: Students will begin
their learning journey by
engaging with the content they
have already learnt in the
previous lessons. Students will
consolidate their learning
before moving onto to new
concepts. It will also enable to
students to more easily connect
their information together.
Teacher’s exposition: Teacher verbally introduces Pericles to
students. Teachers must outline key aspects of his legacy, including
military achievements, oratorical skills, political rise, lasting legacy.
Teacher should also provide a brief explanation of the historiography
Fact file
handout
EXPLORE: Students will listen
to the teacher explore Pericles
as an historical figure. Audio
learners will be significantly
Uses evidence
from sources
to support
historical
Website
narratives and
explanations
HT4-6
Uses a range
of historical
terms and
concepts when
communicatin
g an
understanding
of the past
HT4-9
of Pericles, guiding students to look for clues that sources may be
pro-Athenian or anti-Athenian.
Fact File: Working in pairs, students prepare a fact file of Pericles life
and successes. A template will be provided: Name, birth and death,
allegiance, rank, battles/wars, achievements political and otherwise,
interesting facts. Some sources to consider:
http://www.history.com/topics/ancient-history/pericles
http://www.pbs.org/empires/thegreeks/htmlver/characters/f_pericles.h
tml
Students will explore Pericles legacy, which they will further
understand through their assignment. Teacher will monitor student
progress and ensure all students are being properly supported.
Teacher will give attention to students working slower.
resources:
http://www.hist
ory.com/topics/
ancienthistory/pericles
http://www.pbs.
org/empires/the
greeks/htmlver/
characters/f_per
icles.html
supported, while visual and
kinesthetic learners will engage
during the fact file. It is
important for all types of
learners to be supported.
Students are able to investigate
Pericles character as guided by
the teacher and the
development of the fact file.
Working in pairs encourages
students to scaffold each others
learning.
Student Presentation: Pairs will be asked to do a short presentation
describing what they learnt about Pericles military achievements,
from their fact file. Teacher will ensure that these student
presentations cover all the important features of Pericles military
campaigns before moving on to the next section.
YouTube clip: Teachers will move the class presentations into a
discussion about the historical context of the clip. Teachers must
transition students historical understanding from military to political.
An explanation of the Delian League will be provided and any
questions answered before playing the clip.
https://www.youtube.com/watch?v=yXnEewb4GE4&noredirect=1
YouTube clip:
https://www.yo
utube.com/watc
h?v=yXnEewb
4GE4&noredire
ct=1
EXPLAIN: Students will have
a direct opportunity to
communicate their knowledge
to the class. Students must
support their presentation with
evidence and make an early
judgment of Pericles that will
develop further. The YouTube
clip by itself gives a more
academic perspective of
Pericles successes. What the
students have just learnt in the
fact file will be developed
further from the clip.
Student Reflection: Students will take individual notes, assessing the
representation of Pericles in the YouTube clip. Students will be
encouraged to reflect on their personal response to the clip and their
investigative response to the clip. Teacher will call on students to
discuss some of their thoughts. By this point in the lesson students
should feel confidant sharing their thoughts on Pericles. This class
discussion is an opportunity for the teacher to understand the student
learning process and their development of knowledge about Pericles
and about the sources. If the teacher does note any issues or shortfalls
in student knowledge they can address this more deeply in the next
lesson.
ELABORATE: This activity
challenges students to make an
informed response to the
YouTube clip. Students will
use the knowledge and skills
they have learnt during the
lesson and apply them here.
Students have the opportunity
to match their understanding of
Pericles life with their
historical analysis skills.
Verbal communication allows
students to personally assess
their knowledge on Pericles.
Student reflection: Students will evaluate their own learning process
by stating for the class one interesting thing they learnt that lesson.
This activity allows students to reflect on their progress during the
lesson and consolidate a section of work before finishing the class. By
getting each student to do this almost all important aspects of the
lesson should be mentioned by the end. Students will be reminded of
what they learnt that day before leaving the classroom.
EVALUATE: Students further
assess their own learning by
recalling an interesting feature
of the class. This reflection and
sharing promotes a deep
understanding of lesson
content.
Fact File: Pericles
Name:
Birth and
Death:
Alleigiance:
Rank:
Battles/Wars
contributed in:
Achievements,
political and
otherwise:
Interesting
Facts:
Sources:
LESSON PLAN 2
STAGE: 4
DEPTH STUDY: The Mediterranean
World
LESSON FOCUS: Assess the role and significance of the
Pericles.
Students will perform a close analysis of Pericles through
sources.
TOPIC: Greece
CONCEPTS
!
!
!
!
!
!
Continuity and
Change
Cause and Effect
Perspectives
Empathetic
Understanding
Significance
Contestability
LESSON: 10/18
in unit plan
SKILLS
!
!
!
!
!
!
Comprehension: Chronology, Terms & Concepts
Analysis and Use of Sources
Perspectives and Interpretations
Empathetic Understanding
Research
Explanation and Communication
OUTCOMES
STRATEGIES | LEARNING & TEACHING ACTIVITIES
RESOURCES
RATIONALE
Describes and
assesses the
motives and
actions of past
individuals
and groups in
the context of
past societies
HT4-3
Affinity Diagram: In groups of 3 students will create an affinity
diagram asking the question, “What do I already know about
Pericles?”. Students will use knowledge gained in the previous lesson.
Students are provided with the opportunity to consolidate their
learning before moving forwards with content.
Assessment overview: Teachers will examine the assessment
notification with students in class, discussing the task and the marking
criteria. All teachers will have a strong understanding of what
information students need to be given which is essentially detailed in
the outcomes and the marking criteria.
Coloured note
cards
ENGAGE: Students will recall
the information that they learnt
during the previous lesson.
Students will quickly engage
with their current knowledge
base before moving on to more
difficult content. This activity
engages students because of the
colourful cards and the group
work makes this short activity
fun for students.
Source Analysis: Students will be provided with a source analysis and
comprehension handout. This handout details a number of different
sources about Pericles. The sources will be explored in depth with the
Source analysis
and
comprehension
Uses evidence
from sources
to support
historical
Assessment
notification
EXPLORE: The collaborative
exploration of sources will
enable students to deeply
narratives and
explanations
HT4-6
Uses a range
of historical
terms and
concepts when
communicatin
g an
understanding
of the past
HT4-9
Selects and
uses
appropriate
oral, written,
visual and
digital forms
to
communicate
about the past
HT4-10
teacher until all students have an excellent understanding of their
significance and usefulness. Students will have the opportunity to ask
questions before moving on to the activities. The teacher will also
provide an explanation of the historical context surrounding the
sources. This will guide students to be investigative when they begin
the activities.
handout
engage with historical inquiry
on Pericles. This is a new
approach to their study on
Pericles that will challenge the
students. Students will be given
ample time to navigate the
sources and ask questions.
Source analysis: Comprehension and source analysis questions will
ask students to compare and contrast different perspectives and
hypothesise why these differences may have occurred. The questions
and activities will move from the lower end of bloom’s taxonomy to
the higher end, i.e. from understanding to evaluating. The activities
will give students the opportunity to foster their learning of Pericles
before beginning the assignment. The teacher will monitor student
progress and use the opportunity to assess students learning and help
scaffold students who may be behind. Collection of students answers
would allow the teacher to further assess students communication
skills.
Source analysis
and
comprehension
handout
EXPLAIN: The comprehension
and source analysis questions
will ask students to provide
evidence for their thoughts.
The questions will challenge
student’s lower order and
higher order thinking skills.
Students will be asked to
deeply engage with their
knowledge of Pericles and their
interpretation of the sources.
Assessment brainstorm (comic book): Students will have the
opportunity to brainstorm and draft ideas for their comic book on
Pericles. They may use this time to collate their thoughts with peers
and bounce ideas off each other. This drafting time will get students
thinking about their plan of attack for the assessment and they will be
guided to choose their main focus for the comic book in today’s
lesson. The teacher will emphasize that students are being asked to
assess Pericles role and significance, not just describe it. Students
must be encouraged to think creatively and inquisitively.
ELABORATE: This
brainstorming activity will ask
students to further develop
their thoughts from the last
activity. The previous source
analysis task will easily flow
into this activity. Student’s
evaluation of sources will help
guide their ideas for the comic
book.
Class Discussion: Teacher will invite discussion about the
significance of the sources explored in today’s lesson. The discussion
will enable students to develop their historical skills when considering
sources about Pericles. This historiographical awareness will aid
students when they begin their assessment task. Students will be
encouraged to participate and share ideas about why sources may
present different representations of Pericles.
EVALUATE: Class discussion
gives students the opportunity
to check in with the teacher and
with their classmates on their
analysis of sources. Students
will make educated judgments
on the importance of source
inquiry. This discussion will
aid them to begin their
assessment task.
Stage 4 Assessment Task
The Mediterranean World – Ancient Greece
Outcomes to be assessed
A student:
o
o
o
o
Describes and assesses the motives and actions of past individuals and groups in the
context of past societies HT4-3
Uses evidence from sources to support historical narratives and explanations HT4-6
Uses a range of historical terms and concepts when communicating an understanding of
the past HT4-9
Selects and uses appropriate oral, written, visual and digital forms to communicate about
the past HT4-10
TASK: Design and create a comic book that features Pericles as the hero.
In the comic book you must use the sources studied in class and your own
research to construct a narrative about the role and significance of Pericles in
Ancient Greek history. You are encouraged to use your source analysis skills to
make a dialogue about Pericles legend. Be creative and inquisitive!
You will be assessed on:
• Your ability to describe the role of Pericles in Ancient Greece
• Your ability to assess the role and significance of Pericles in Ancient Greece
• Your ability to use relevant historical information from a number of sources
• Select and use appropriate forms to communicate effectively about the past.
Marking Guidelines
Criteria
• Uses appropriately a wide range of historical terms and concepts
• Effectively describes and assesses the motives and actions of
Pericles
• Effectively uses evidence from sources to support historical
narratives and explanations
• Uses the form of the comic book to effectively communicate
about the past
• Uses appropriately a wide range of historical terms and concepts
• Soundly describes and assesses the motives and actions of
Pericles
• Soundly uses evidence from sources to support historical
narratives and explanations
• Uses the form of the comic book to soundly communicate about
the past
• Uses appropriately a range of historical terms and concepts
• Describes and assesses the motives and actions of Pericles
• Uses evidence from sources to support historical narratives and
explanations
• Uses the form of the comic book to communicate about the past
• Uses a limited range of historical terms and concepts
• Somewhat describes and assesses the motives and actions of
Pericles
• Makes limited use of sources to support historical narratives and
explanations
• Makes limited use of the comic book form to communicate about
the past
• Uses some historical terms and concepts
• Describes the actions of Pericles
• Uses some or no sources to support historical narratives and
explanations
• Somewhat uses the comic book form to communicate about the
past
Marks
9-10
7-8
5-6
3-4
1-2
Sources on Pericles
Source A) Herodotus The Histories 6.131
In this source Herodotus, an ancient Greek historian, describes how Agariste dreamed a few
nights before Pericles’ birth that she had borne a lion. One interpretation of the dream treats
the lion as a traditional symbol of greatness.
So much for the assessment of the suitors, which spread the reputation of the
Alcmaeonidae throughout Greece. The marriage of Megacles and Agariste
produced the Cleisthenes who fixed the tribes and established democracy at
Athens. He was named after his mother’s father, the tyrant of Sicyon. As well
as Cleisthenes, Megacles also had a son called Hippocrates, who became the
father of another Megacles and another Agariste, named after Cleisthenes
daughter. This Agariste, the daughter of Hippocrates, married Xanthippus the
son of Ariphron. When she was pregnant she dreamt she gave birth to a lion,
and then a few days later she bore Xanthippus son, Pericles.
Source B) A bust of Pericles bearing the inscription "Pericles, son of Xanthippus,
Athenian". Marble, Roman copy after a Greek original from c. 430 BC.
Source C) Thucydides History of the Peloponnesian War 2.65
In this source the ancient Greek historian Thucydides describes how Pericles came to be the
“first citizen of Athens”. Thucydides explains how Pericles had an innate charisma to lead, to
convince and sometimes to manipulate his people. Yet, Thucydides focuses on Pericles
integrity and his ability to guide the Athenians.
Such were the arguments by which Pericles tried to cure the Athenians of their
anger against him and to divert their thoughts from their immediate afflictions.
As a community he succeeded in convincing them; they not only gave up all
idea of sending to Lacedaemon, but applied themselves with increased energy
to the war; still as private individuals they could not help smarting under their
sufferings, the common people having been deprived of the little that they were
possessed, while the higher orders had lost fine properties with costly
establishments and buildings in the country, and, worst of all, had war instead
of peace. …
Not long afterwards, however, according to the way of the multitude, they
again elected him general and committed all their affairs to his hands, having
now become less sensitive to their private and domestic afflictions, and
understanding that he was the best man of all for the public necessities. For as
long as he was at the head of the state during the peace, he pursued a moderate
and conservative policy; and in his time its greatness was at its height. …
Pericles indeed, by his rank, ability, and known integrity, was enabled to
exercise an independent control over the multitude--in short, to lead them
instead of being led by them; for as he never sought power by improper means,
he was never compelled to flatter them, but, on the contrary, enjoyed so high
an estimation that he could afford to anger them by contradiction … In short,
what was nominally a democracy became in his hands government by the first
citizen.
Source D) Aristotle Constitution of Athens c. 330 BCE 2.1.27
In this source historian Aristotle tells of Pericles rise to power. The democratic party
gradually became dominant in Athenian politics, and Pericles seemed willing to follow a
populist policy in order to persuade the public, especially away from his rival Cimon. Cimon
was both rich and generous, and was able to gain public favor by handing out portions of his
personal fortune. The source also describes the institution of pay for services in law-courts,
which did eventually lead to corruption.
After this Pericles came forward as popular leader, having first distinguished
himself while still a young man by prosecuting Cimon on the audit of his
official accounts as general. Under his auspices the constitution became still
more democratic. He took away some of the privileges of the Areopagus, and,
above all, he turned the policy of the state in the direction of sea power, which
caused the masses to acquire confidence in themselves and consequently to
take the conduct of affairs more and more into their own hands.
Pericles was also the first to institute pay for service in the law-courts, as a bid
for popular favour to counterbalance the wealth of Cimon. The latter, having
private possessions on a regal scale, not only performed the regular public
services magnificently, but also maintained a large number of his fellowdemesmen …
Pericles’ private property was quite unequal to this magnificence and
accordingly he took the advice of Damonides of Oia (who was commonly
supposed to be the person who prompted Pericles in most of his measures, and
was therefore subsequently ostracized), which was that, as he was beaten in the
matter of private possessions, he should make gifts to the people from their
own property; and accordingly he instituted pay for the members of the juries.
Some critics accuse him of thereby causing a deterioration in the character of
the juries, since it was always the common people who put themselves forward
for selection as jurors, rather than the men of better position.
Comprehension and Source Analysis
1. List whether each source is primary or secondary. Explain why.
2. (i) What does source A describe?
(ii) Together, what do source A and source B reveal to us about Pericles? Do you
have an initial reaction to his portrayal in these sources?
3. (i) What does source C describe?
(ii) What do you believe is the purpose of this source?
4. Can you find any similarities or differences in Pericles representation in source A
and source C?
5. Thucydides was an Athenian historian, political philosopher and general in
Peloponnesian War with Pericles. Knowing this new information does this alter
your perspective of his source (source C)? Do you think his context would have
influenced his writing?
6. How does source D portray Pericles?
7. Compare this representation of Pericles in source D to source B and C.
8. Reviewing the sources, what do you believe was Pericles most important
achievement? Why?
LESSON PLAN 3
STAGE:
DEPTH STUDY: The Mediterranean
World
LESSON FOCUS: Explain how the beliefs and values of
Ancient Greece are evident in practises related to death and
funerary customs.
Students will explore the significance of beliefs and values in
Ancient Greek history. The lesson will guide students to
understand how these beliefs and values are represented in
death and funerary customs.
TOPIC: Greece
CONCEPTS
!
!
!
!
!
!
Continuity and
Change
Cause and Effect
Perspectives
Empathetic
Understanding
Significance
Contestability
LESSON: 11/18
in unit plan
SKILLS
!
!
!
!
!
!
Comprehension: Chronology, Terms & Concepts
Analysis and Use of Sources
Perspectives and Interpretations
Empathetic Understanding
Research
Explanation and Communication
OUTCOMES
STRATEGIES | LEARNING & TEACHING ACTIVITIES
RESOURCES
RATIONALE
Describes
major periods
of historical
time and
sequences
events, people
and societies
from the past
HT4-2
Source analysis: To introduce the new section of work students will
receive a number of archaeological images to study. The images will all
relate to beliefs, values and practises of the Ancient Greek. This source
review will get the students inquiry skills engaged as they piece
together what they are seeing. The sources will all be images.
Source sheet
handout
ENGAGE: This activity will
get students interested in the
new section of work as the
images will be all new and
intriguing. Students will be
challenged to understand
them.
Source analysis: Students will write a mini source analysis for half of
the sources, the ones that interest them. This source analysis should be
quick and easy for students and not take up much time in the lesson.
The aim is for students to engage with their source analysis skills and
then critique them in the next section. Questions to answer:
1. What do you see?
2. Who do you think the image was made for?
Source sheet
handout
EXPLORE: Source analysis
of the images asks students to
properly engage with the new
section of work. The
questions asked of the
students’ aims to create more
questioning. Students will
Uses evidence
from sources
to support
historical
narratives and
explanations
HT4-6
Uses a range
of historical
terms and
concepts when
communicatin
g an
understanding
of the past
HT4-9
3. What questions do you have about the image and the events and
people it depicts?
4. What additional information do you need to interpret the
image?
however establish their first
thoughts on the sources. This
exploration of beliefs and
values will be significantly
built upon during the lesson.
It is an initial judgment.
Peer assessment: Students will turn to a partner and take turns
explaining their response to the sources. Partners will praise each other
work and provide their own ideas. This activity is a good assessment of
students’ source analysis skills as they are asked to critique a partner’s
work and look for positives and negatives that they may not have
encountered in their own source analysis. Students may gain a new
perspective from seeing their partners work and are able to ask
questions about how their partner came to that conclusion.
EXPLAIN: Peer assessment
will ask student to
communicate their answers
and provide positive critique
on another students work.
This verbal task will get
students to develop their
historical communication
skills. The activity will also
reveal to students where there
might be gaps in their
knowledge.
Source analysis: Students will receive a new handout of different
sources that characterize Ancient Greek death and funerary customs
and their significance to beliefs and values. These will be deconstructed
and analysed as a class. The sources will be used for a bigger group
task in the next lesson therefore it is necessary that all students have the
same understanding of their significance and points of interest. Teacher
will review the sources collaboratively with the class, calling upon
students to read sections and offer their thoughts on the sources.
Teachers can also question the students about why they feel a certain
way about different sources, which guides students to explain their
Source sheet
handout
ELABORATE: This activity
promotes discussion about
ancient Greek death and
funerary customs. The
previous source analysis
exercise will help students to
easily transition into this
similar activity. The extensive
work on sources is aimed at
building students confidence
learning process.
with source analysis.
Perspectives discussion: Teachers and students will engage in a
dialogue about the similarities and differences between Ancient Greek
beliefs and values and todays beliefs and values. This will aid them for
the group task next lesson. Teachers will have the opportunity to
scaffold student understanding of historical concepts (continuity and
change, perspectives, empathy). Teacher can also write the main ideas
on a Smartboard or black/white board, which will include visual
learners in the discussion.
EVALUATE: A class
discussion about perspectives
in history will consolidate
students learning in this
lesson. The focus on source
analysis will aid students in
the next lesson.
Ancient Greece Beliefs and Values
Death and Funerary Customs
These sources will aid you in the group task assigned for next
lesson.
1. Mary Leftowitz, a classics professor at Wellesley College wrote in the Los
Angeles Times.
“As the Greeks saw it the gods made life hard for humans, didn’t seek to improve the
human condition and allowed people to suffer and die. As a palliative, the gods could
offer only to see that great achievement were immortalized. There was no hope of
redemption, no promise of a happy life or rewards after death. If things did go wrong,
as they inevitably did, humans had to seek comfort not from gods but from other
humans.”
2. An extract from the website Heilbrunn Timeline of Art History - “Death,
Burial, and the Afterlife in Ancient Greece”
http://www.metmuseum.org/toah/hd/dbag/hd_dbag.htm
The Greeks believed that at the moment of death the psyche, or spirit of the
dead, left the body as a little breath or puff of wind. The deceased was then
prepared for burial according to the time-honored rituals. Ancient literary
sources emphasize the necessity of a proper burial and refer to the omission
of burial rites as an insult to human dignity (Iliad, 23.71). Relatives of the
deceased, primarily women, conducted the elaborate burial rituals that were
customarily of three parts: the prothesis (laying out of the body (54.11.5)), the
ekphora (funeral procession), and the interment of the body or cremated
remains of the deceased. After being washed and anointed with oil, the body
was dressed (75.2.11) and placed on a high bed within the house. During the
prothesis, relatives and friends came to mourn and pay their respects.
Lamentation of the dead is featured in early Greek art at least as early as the
Geometric period, when vases were decorated with scenes portraying the
deceased surrounded by mourners. Following the prothesis, the deceased
was brought to the cemetery in a procession, the ekphora, which usually took
place just before dawn. Very few objects were actually placed in the grave,
but monumental earth mounds, rectangular built tombs, and elaborate marble
stelai and statues were often erected to mark the grave and to ensure that the
deceased would not be forgotten. Immortality lay in the continued
remembrance of the dead by the living. From depictions on white-ground
lekythoi, we know that the women of Classical Athens made regular visits to
the grave with offerings that included small cakes and libations.
3. A terracotta pinax by the Gella Painter, latter 6th Century BC. The image depicts
the lying in state of a body (prothesis) attended by family members, with the
women ritually tearing their hair
http://en.wikipedia.org/wiki/Ancient_Greek_funeral_and_burial_practices
4. An explanation, provided by Michael H. Jenkins, of where the sources about
ancient Greek death and funerals come from.
http://people.opposingviews.com/explaining-mourning-rituals-ancient-greekfuneral-4029.html
The Greeks carefully depicted many aspects of their funerary rites. Bodies
were buried in a small wooden box called a larnax, which was typically
decorated with depictions of the funeral process. Throughout ancient Greek
history, funeral and burial scenes appeared on the walls of many tombs,
showing the process and the way it developed over time. Moreover, several
ancient cemeteries are relatively well preserved, complete with stone stelae, or
slabs, carved with similar scenes. Combined with written and oral stories from
the period describing the ways in which bodies were handled, and the
archaeological evidence from within the tombs and burial sites, we can piece
together the ways in which ancient Greeks dealt with their dead.
You can further explore these websites:
http://people.opposingviews.com/explaining-mourning-rituals-ancient-greek-funeral4029.html
http://factsanddetails.com/world/cat56/sub366/item2027.html
http://classroom.synonym.com/ancient-greek-burial-traditions-practices-6232.html
Lesson Plan Resources
Lesson 1
http://www.history.com/topics/ancient-history/pericles
http://www.pbs.org/empires/thegreeks/htmlver/characters/f_pericles.html
https://www.youtube.com/watch?v=yXnEewb4GE4&noredirect=1
Lesson 2
Aristotle Constitution of Athens 2.1.27
Herodotus The Histories 6.131
http://en.wikipedia.org/wiki/Pericles#mediaviewer/File:Pericles_PioClementino_Inv269_n2.jpg
Thucydides History of the Peloponnesian War 2.65
Lesson 3
http://factsanddetails.com/world/cat56/sub366/item2027.html
http://www.metmuseum.org/toah/hd/dbag/hd_dbag.htm
http://en.wikipedia.org/wiki/Ancient_Greek_funeral_and_burial_practices
http://people.opposingviews.com/explaining-mourning-rituals-ancient-greek-funeral4029.html
http://classroom.synonym.com/ancient-greek-burial-traditions-practices-6232.html